Language . . . is more than a tool for
communication of facts between two or more persons. It is the most salient way
we have of establishing and advertising our social identities.

—Rosina Lippi-Green, English with an Accent, p.5

Penelope Eckert and Sally McConnell-Ginet argue similarly
that “[l]anguage is a primary tool people use in constituting themselves and
others as ‘kinds’ of people in terms of which attributes, activities, and
participation in social practice can be regulated” (258). In support of this
claim they present their analysis of “the social and linguistic practices
through which people construct themselves as different and similar” in a
particular social system—that of Belten High School in the early 1980s (257).
In the essay for this assignment sequence, you will be exploring connections
between language, community, and identity using concepts from “Constructing
Meaning, Constructing Selves” in order to explore, understand, and/or
complicate examples provided by Gloria Anzaldúa’s “How to Tame a Wild Tongue.”

Task

For this assignment sequence you will write a strong and
thorough argument that persuasively supports a specific and arguable claim in a
4-6 page essay (supported by) addressing one of the following topics related to
Gloria Anzaldúa’s “How to Tame a Wild Tongue”:

­Anzaldúa’s experience of the relationship between
language, community membership, and personal identity

­The significance for Anzaldúa of the social
meanings associated with her language use (vocabulary, grammar, pronunciation,
etc.)

­Anzaldúa’s assertions about the relationship
between community, identity, and labeling/naming

Role of course readings

Your essay will explain and use key concepts and
terminology from Eckert and McConnell-Ginet’s “Constructing Meaning,
Constructing Selves” to frame a reading of Anzaldúa’s “How to Tame a Wild
Tongue.” Both texts will play significant and very distinct roles in your
essay. “Constructing Meaning, Constructing Selves” will provide you with a
conceptual toolbox with which to build your argument and “How to Tame a Wild
Tongue” will provide material for response, analysis, illustration (examples),
etc. Be explicit about the connections you are making between the concepts in
“Constructing Meaning, Constructing Selves” and the examples you analyze and
respond to from “How to Tame a Wild Tongue.” You may also find some of the
other texts we have read to be useful to your discussion – Remember that good
evidence is plural.

No writing center visit is required in this assignment
sequence, but I still highly recommend that you make use of their (free!)
services as you work on this essay. To make an appointment at the English Dept.
Writing Center, drop by Padelford B-12 or call 206-685-2876. If you are
interested in trying another UW writing center, visit http://depts.washington.edu/uwrite/
for more information about the many writing centers on campus.

Due DATEs

3.1 - Epost discussion

·response to primary text

due by 5:00 Friday, feb 13th

·response to 2 group member’s post

due by 5:00 monday, feb 16th

3.2 - First Essay Draft

·copy paper to peer review in your group

·esubmit a copy of your paper

due BY 9:30 AM TUESDAY,
Feb 24th

3.3 - revised Essay Draft

·bring 1 hard copy to class

·esubmit a copy of your paper

due by 9:30 am tuesday
March 2nd

Assignment 3.1

Making Connections

In this
final assignment sequence, you will be building an understanding of Gloria
Anzaldúa’s “How to Tame a Wild Tongue” by considering her argument in light of
concepts and ideas from Eckert and McConnell-Ginet’s “Constructing Meaning,
Constructing Selves.”

planning

Be sure to re-read the assignment overview before you
begin “How to Tame a Wild Tongue” so that you have a purpose in mind as you
read. As always, read with a pen (or pencil) in hand, underline or highlight
what seems interesting or important, and be sure to make notes in the margin
about what it is that you’ve marked or what your reaction is to the text.
Research the meanings of and differences between the terms Chicano, Latino, and Hispanic. The following links to pages
on Bartleby.com (http://www.bartleby.com)
will be helpful:

engaging the texts

response
to primary text - due by 5:00 Friday, feb 13th

Write about 250 words on each of the following topics, exploring how the key concepts
discussed in “Constructing Meaning, Constructing Selves” can be useful in
understanding “How to Tame a Wild Tongue.” Do
not mention the Belten High School study, but please do define and use key
terminology from Eckert and McConnell-Ginet. As part of, or in addition to your
250-word discussions, also develop an essay-inspiring question for each topic;
you will draw from one of these questions to guide your essay.

­Anzaldúa’s experience of the relationship between
language, community membership, and personal identity —that is, how, for her,
the “production of linguistic styles is part of the production of identities”
(Eckert & McConnell-Ginet 288)

­The significance for Anzaldúa of the social
meanings associated with her language use (vocabulary, grammar, pronunciation,
etc.)

­Anzaldúa’s assertions about the relationship
between community, identity, and labeling/naming